Academic Journal
Micro: bit programming effects on elementary STEM teachers' computational thinking and programming attitudes: A moderated mediation model.
| Τίτλος: | Micro: bit programming effects on elementary STEM teachers' computational thinking and programming attitudes: A moderated mediation model. |
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| Συγγραφείς: | Sun, Lihui1 (AUTHOR) slhphd@yeah.net, Liu, Junjie1 (AUTHOR) |
| Πηγή: | Journal of Research on Technology in Education. Apr2026, Vol. 58 Issue 2, p268-290. 23p. |
| Θεματικοί όροι: | *Field research, Computational thinking, Computer programming education, Teacher training, Social attitudes, STEM education, Educational attainment |
| Περίληψη: | Cultivating computational thinking (CT) for K-12 students has become the central issue in the digital age. However, the most significant impediment to the long-lasting development of students' CT is teachers' lack of CT and positive programming attitudes (PA). Therefore, this research aimed to explore the effects of Micro: bit programming training activities on STEM teachers' CT and PA. We conducted a quasi-experimental study with 55 elementary STEM teachers that included 12 Micro: bit programming training activities and measured changes in teacher CT and PA levels using the TCTS and TPAS. The results revealed that Micro: bit programming training activities effectively enhanced STEM teachers' CT and PA. Further analysis showed that Micro: bit programming training activities mainly improved problem-solving and creativity in CT and cognition and beliefs in PA of STEM teachers. Meanwhile, we found that Micro: bit programming training activities benefited CT and PA enhancement for STEM teachers with high educational level and low teaching years. Furthermore, the findings indicated a partially mediated effect of STEM teachers' PA in terms of educational level affecting CT, and teachers' teaching years also significantly moderated the second half of this mediated effect. Generally, this research expands the training approaches of CT and PA for elementary school STEM teachers while clarifying the multifactorial influence mechanisms related to CT and PA, which can provide practical references for future STEM teacher training. [ABSTRACT FROM AUTHOR] |
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